Thesis (M. A.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (leaves 100-108). Also available via the World Wide Web.

Thesis (Ph.D.) - Carleton University, 2007. / Includes bibliographical references (p. 293-308). Also available in electronic format on the Internet.

Thesis (Ph.D.)--Baylor University, 2009. / Includes bibliographical references (p. 277-296).

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This study seeks to determine to what extent undergraduate students in a research university in South Africa are involved in activities that contribute to citizenship education. The research design involves a case study at the University of Cape Town (UCT) whereby an electronic survey, called the Student Experience at the Research University-Africa (SERU) survey, was indigenised to fit the South African context and it was conducted at UCT. The survey had a census design and all undergraduate students at the university were invited to participate. At the end of 2012 a sample of 861 surveys were analyzed using SPSS to determine the activities students were involved in during the research period.

The purpose of this study is to make an investigation of the practices of a selected number of schools in teaching citizenship to determine if these schools are following democratic procedures in their methods of teaching. The evaluation is based upon criteria derived from a study of recent literature in the field of education.

EVC , Martina. Ob anské postoje a participace ák v eské republice. Praha, 2011. 120 s. Diplomová práce (Mgr.) Univerzita Karlova, Fakulta sociálních v d, Institut sociologických studií. Katedra sociologie. Vedoucí diplomové práce PhDr. Ing. Petr Soukup. Abstract This thesis focuses on civic participation of Czech pupils in the realm of civil society. The main task is to find out which factors influence civic attitudes and engagement of youth in current society. There has been an increased interest in concept of civil society since the fall of Communist regimes in Central and Eastern Europe with respect to political, economic and social changes. These changes resulted in a need to rethink the content of civic and citizenship education. Firstly the author describes civil society as a context for civic participation with special emphasis on Czech civil society and then she deals with the theory of political socialization, which helps her to identify the key determinants of civic engagement. Family, school, peer groups and media are seen as the main agents of this socialization. Using data from the International Civic and Citizenship study the author concludes that context of schools and classrooms and motivation are the most important direct factors in civic engagement.

This thesis examines the so-called ‘Windrush scandal’: a systematic case of mistaken identity which erroneously misconstrued Britons of Carribean descent as being in the UK illegally. The Windrush were denied rights they were legally entitled to, were detained, threatened with deportation, and in some cases, deported. A range of mechanisms present in British government and society which legitimised anti-immigration policies are identified and used to examine the experience of the Windrush and the violation of their rights. This thesis uses citizenship as a starting point for examining its relevance to human rights and concludes that the contemporary scaling back of protections surrounding citizenship have far-reaching consequences for citizens and non-citizens alike.

This dissertation explores the University of Cape Town’s Global Citizenship (GC) Programme as a site for teaching citizen leadership. We live in times that are marked by complexity, uncertainty, and a plethora of global challenges, many of which have resulted in injustices in people’s lived experiences. Increasingly ordinary citizens are calling for new ways of leading change which combats social injustices. This form of leadership values social justice, democracy, equity, shared agency, active and engaged citizenship – this is regarded as citizen leadership. Higher education institutions have a role to play in developing student leaders who are equipped with the capacities to confront uncertainty and thrive in a changing world. This study recruited student participants of the GC programme courses. In total, ten students participated in one of four focus group discussions which were guided by semi-structured interviews, and ninety students consented to have their reflective essays on the GC programme courses analysed. Using Interpretative Phenomenological Analysis, the participants’ experience of the programme, in the focus group discussions and reflective essays, was examined to determine how they understood citizenship, social justice and leadership in relation to the programme’s teachings. The findings revealed that most students regarded the programme as developing their capacities for active and engaged global citizenship. Most students did not view the programme as teaching leadership; however, based on the definition of citizen leadership, I argue that the programme is indeed a site for teaching this form of leadership. It is recommended that the programme staff make the connection between active and engaged citizenship, social justice, and leadership more explicit in their curricula and teaching. It is believed that this change to the programme will enable students to have a clearer understanding of themselves as leaders prepared for the world beyond university and enabled to bring purposeful change to the world.

This dissertation explores the University of Cape Town’s Global Citizenship (GC) Programme as a site for teaching citizen leadership. We live in times that are marked by complexity, uncertainty, and a plethora of global challenges, many of which have resulted in injustices in people’s lived experiences. Increasingly ordinary citizens are calling for new ways of leading change which combats social injustices. This form of leadership values social justice, democracy, equity, shared agency, active and engaged citizenship – this is regarded as citizen leadership. Higher education institutions have a role to play in developing student leaders who are equipped with the capacities to confront uncertainty and thrive in a changing world. This study recruited student participants of the GC programme courses. In total, ten students participated in one of four focus group discussions which were guided by semi-structured interviews, and ninety students consented to have their reflective essays on the GC programme courses analysed. Using Interpretative Phenomenological Analysis, the participants’ experience of the programme, in the focus group discussions and reflective essays, was examined to determine how they understood citizenship, social justice and leadership in relation to the programme’s teachings. The findings revealed that most students regarded the programme as developing their capacities for active and engaged global citizenship. Most students did not view the programme as teaching leadership; however, based on the definition of citizen leadership, I argue that the programme is indeed a site for teaching this form of leadership. It is recommended that the programme staff make the connection between active and engaged citizenship, social justice, and leadership more explicit in their curricula and teaching. It is believed that this change to the programme will enable students to have a clearer understanding of themselves as leaders prepared for the world beyond university and enabled to bring purposeful change to the world.

In his seminal work Strangers in Our Midst (2016a.), David Miller develops his version of liberal nationalism, where he argues for liberal states being justified in requiring immigrants to integrate themselves culturally before giving them access to formal citizenship equal to native citizens. Elsewhere, Miller (2016b.) has also expressed that there are instances when states are justified in revoking citizenships for national security reasons. This paper argues that these positions held by Miller are inconsistent with each other. To make the case against Miller for why this is, three arguments are presented. Firstly, the strict immigration policy suggested in liberal nationalism is permissible because once it is successfully completed, the naturalised citizen gains equal standing in citizenship to native born citizens. If denationalisation is applied in conjunction, but only to some, then their citizenship statis is not equal, and thus the justification for liberal nationalist immigration policy is undermined. Secondly, while it might otherwise be plausible that this injustice is permissible by viewing dual citizens secondary citizenship as a protective privilege, the necessary integration in liberal nationalism makes this response less believable. Finally, one of the most important objectives in liberal nationalism is to promote trust between members. If dual citizens are the only ones who can have their citizenship revoked, and the only reason for this is on suspicion of terrorism, then this risk promoting mistrust against these individuals, making the combination of liberal nationalism and denationalisation self-defeating.